Curriculum Innovation: Difference and Resemblance

Autor/inn/en	Hanley, Una; Torrance, Harry
Titel	Curriculum Innovation: Difference and Resemblance
Quelle	In: Mathematics Teacher Education and Development, 13 (2011) 2, S.67-84 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Curriculum; Teacher Response; Innovation; Educational Change; Foreign Countries; Secondary Education; Investigations; Teacher Attitudes; Teaching Methods; Theories; Mathematics Education; Correlation; Mathematics Teachers; Outcomes of Education; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerkommentar; Bildungsreform; Ausland; Sekundarbereich; Untersuchung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Mathematische Bildung; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Großbritannien
Abstract	How do teachers respond to a mathematics curriculum innovation? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how teachers in English secondary schools (students aged 12-16 years) responded to innovation. A Gatsby Foundation funded program implemented new materials; the project investigated processes and expectations of implementation. In this paper, we consider the "gap" between innovation and proposed practice from the position of the practitioner, employing the work of Foucault (1995) and Deleuze and Guattari (1998) as a framework for analysis. The paper takes a theoretical position, arguing that teachers construct individual and constantly changing amalgams of practice. These are founded on "difference" and understood in ways, which are shifting, and partial rather than "known" via a sense-making process. Expectations of a strong correspondence between innovation and teacher response have undermined alternative perspectives that regard the interruption and re-routing of innovation as productive of viable outcomes in sites of practice. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10